School Social Climate and Individual Differences in Vulnerability to Psychopathology among Middle School Students

Kuperminc, Gabriel P.; Leadbeater, Bonnie J.; Blatt, Sidney J.

doi:10.1016/s0022-4405(01)00059-0

Cited by 357 publications

(318 citation statements)

References 30 publications

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“…Measures of school climate include students' perceptions of relationships among students, student-teacher relationships, fairness, order and discipline, parent involvement, sharing of resources, and achievement motivation (Kuperminc, Leadbeater, & Blatt, 2001;Kuperminc, Leadbeater, Emmons, & Blatt, 1997). Various aspects of school climate have been shown to be associated with the occurrence of bullying.…”

Section: School Climate Aspects Associated With Exposure To Bullyingmentioning

confidence: 99%

School climate and exposure to bullying: a multilevel study

Låftman

Östberg

Modin

2016

School Effectiveness and School Improvement

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This study investigates associations between aspects of school climate, measured by students' assessments aggregated to the class level, and exposure to bullying, measured at the individual level. The data were derived from the Stockholm School Survey of 2006-2010 with information from 16,418 ninth-grade students (aged 15-16 years) distributed over 871 classes and 259 schools. Three-level binary logistic regression was applied. Two of the studied school climate aspects in particular were linked with the occurrence of bullying: In classes where a high proportion of students claimed to be aware of the school rules and in classes where a high proportion of students stated that adults intervene against bullying, fewer students reported having been bullied. The findings imply that striving toward a school climate characterized by transparent rules and clear disapproval of harassments may help to reduce bullying. ARTICLE HISTORY

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Section: School Climate Aspects Associated With Exposure To Bullyingmentioning

confidence: 99%

School climate and exposure to bullying: a multilevel study

Låftman

Östberg

Modin

2016

School Effectiveness and School Improvement

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“…Some studies have focused on school climate from the student perspective, identifying factors such as students' perceived achievement motivations; perceptions of fairness, order, and discipline; as well as other perceived institutional and organizational structures (Khoury-Kassabri, Benbenishty, & Avi 2005;Kuperminc, & Blatt, 2001;Loukas, & Horton, 2004;Roeser, et al, 2001). Other studies have focused on the perspectives of teachers, administrators, and other school personnel (Bruns, et al, 2004).…”

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confidence: 99%

Prevalence of Childhood Depression: The Effects of Teacher-Students Relationship as Predictor Factors to Depressive Symptoms

Tannous¹

2017

MAS

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The aims of this study are to determine the prevalence of depression among children, and scrutinize the teacher-student relationship as predictor factor to depressive symptoms according to the children's perception. The Jordanian translation of Children's Depression Inventory (CDI) was used in this study. The study was carried out among children in private and state schools within the age range of (7-13) in Amman city. The sample on which the study tools were applied consisted of 705 children. The results of this study indicate that the prevalence of moderate depression was the lowest (3.8%) at the age of 8 and the highest (5.8%) at the age of 11. The prevalence of severe depression was lowest (2.3%) at the age of 9 and highest (6.8%) at the age of 13. The results also show that there is no single cause of depression and it is difficult to separate the different causes. All the children with severe depression discuss how the teacher-student relationship as predictor factors to depressive symptoms. From the analysis of the results, specific reasons to teacher-student relationships that cause depressive symptoms are categorised into two basic factors these are: The teacher-student interaction, and peer influence.

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“…Kasen and colleagues unexpectedly found school-level social facilitation (ie, the degree to which educational environments foster social interaction and discussion among students and teachers) to predict increases in student depression over time. 21 Mixed evidence has also been characteristic of studies based on student perceptions only, with some studies showing a positive association between perceived school climate and lower depressive symptoms, 22,23 but not others. 24,25 In this study, we use longitudinal multilevel modeling in a large populationbased prospective sample of adolescents to examine the association between overall school socioeducational environment and adolescent depressive symptoms over time.…”

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confidence: 99%

School Environment and Adolescent Depressive Symptoms: A Multilevel Longitudinal Study

et al. 2013

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WHAT'S KNOWN ON THIS SUBJECT: Research indicates that adolescents who perceive their school to have a positive socioeducational environment are at reduced risk of developing depressive symptoms. However, there is limited evidence that school environments can influence adolescent emotional health independently from individual perceptions. WHAT THIS STUDY ADDS:This multilevel longitudinal study shows that better school socioeducational environments, as assessed at the school level, reduce the prospective risk of depressive symptoms in adolescents. This association is shown to be independent from confounders and stronger in girls than boys. abstract OBJECTIVE: It remains unclear whether school environments can influence the emotional health of adolescents. In this large-scale prospective study, we use multilevel modeling to examine whether the school socioeducational environment contributes to the risk of developing depressive symptoms in secondary school students. METHODS:As part of a longitudinal study on school success in disadvantaged communities, 5262 adolescents from 71 secondary schools were followed annually. Socioeducational environment was assessed by a composite measure of social climate, learning opportunities, fairness and clarity of rules, and safety. Depressive symptoms were evaluated by using the Center for Epidemiologic Studies Depression scale. Multilevel regressions tested the association between school socioeducational environment in grade 8 and depressive symptoms in grades 10 to 11, adjusting for previous depressive symptoms in grade 7 and potential confounders at the individual and school levels. RESULTS:Modest but significant variation in depressive symptoms was found between schools (intraclass correlation = 3.3%). School-level socioeducational environment in grade 8 was predictive of student depressive symptoms in grades 10 to 11, even after adjusting for potential school and individual confounders. This association was slightly stronger for girls. Student perceptions of school socioeducational environment were also predictive of depressive symptoms. Other schoollevel factors, including school size, were not predictive of depressive symptoms once socioeducational environment was taken into account. CONCLUSIONS:Adolescents who attend a secondary school with a better socioeducational environment are at reduced risk of developing depressive symptoms. School environments appear to have a greater influence on risk in adolescent girls than boys. Pediatrics 2013;131:e702-e708 AUTHORS:

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School Social Climate and Individual Differences in Vulnerability to Psychopathology among Middle School Students

Cited by 357 publications

References 30 publications

School climate and exposure to bullying: a multilevel study

School climate and exposure to bullying: a multilevel study

Prevalence of Childhood Depression: The Effects of Teacher-Students Relationship as Predictor Factors to Depressive Symptoms

School Environment and Adolescent Depressive Symptoms: A Multilevel Longitudinal Study

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